Exploring Issues of Implementation, Equity, and Student Achievement With Educational Software in the DC Public Schools:

AERA Open

June Ahn¹ 

关键词: computers;    learning;    equity;    mathematics education;    regression analyses;    technology;   

DOI  :  10.1177/2332858416667726

学科分类：发展心理学和教育心理学

来源: Sage Journals

【 摘 要 】

In this article, we present analyses from a researcher-practitioner partnership in the District of Columbia Public Schools, where we are exploring the impact of educational software on students’ academic achievement. We analyze a unique data set that combines student-level information from the district with data of student usage of a mathematics game platform: First in Math (FIM). These data offer a window into long-standing issues in the educational technology literature around implementation, equity, and student achievement. We show that time spent in FIM was correlated with improved future performance on standardized math assessments for students in Grades 4–8. However, student time spent using FIM was highly related to factors such as race, gender, and prior achievement. Such observations from data are helpful for school districts and researchers to inform equitable implementation of new technologies and maximize benefits to learners.

【 授权许可】

CC BY-NC